Transcript The Lisbon Strategy

The Lisbon Strategy
The Lisbon Strategy, also known as the Lisbon Agenda or Lisbon Process, is an
action and development plan for the European Union. Its aim is to make the EU "the
most dynamic and competitive knowledge-based economy in the world capable of
sustainable economic growth with more and better jobs and greater social cohesion, and
respect for the environment by 2010“. It was set out by the European Council in Lisbon
in March 2000.
Between April and November 2004, Wim Kok headed up a review of the program and
presented a report on the Lisbon strategy suggesting how to give new impetus to the
process. One of the main conclusion of the Kok report was that "the promotion of growth
and employment in Europe is the next great European project".
The European Commission used this report as a basis for its proposal in February 2005
to refocus the Lisbon Agenda on actions that promote growth and jobs in a manner that
is fully consistent with the objective of sustainable development. The Commission's
communication stated that "making growth and jobs the immediate target goes hand in
hand with promoting social or environmental objectives."
In its resolution on the mid-term review of the Lisbon strategy in March 2005, the
European Parliament expressed its belief that "sustainable growth and employment are
Europe's most pressing goals and underpin social and environmental progress" and
"that well-designed social and environmental policies are themselves key elements in
strengthening Europe's economic performance".
The Lisbon Strategy intends to deal with the low productivity and stagnation of economic
growth in the EU, through the formulation of various policy initiatives to be taken by all
EU member states. The broader objectives set out by the Lisbon strategy are to be
attained by 2010.
It was adopted for a ten-year period in 2000 in Lisbon, Portugal by the European
Council. It broadly aims to "make Europe, by 2010, the most competitive and the most
dynamic knowledge-based economy in the world".
European strategy and co-operation in
education and training
Politicians at European level have recognised that education and training are essential
to the development and success of today's knowledge society and economy. The EU's
strategy emphasises countries working together and learning from each other.
EU education and training policy has been given added impetus since the adoption of
the Lisbon Strategy in 2000, the EU's overarching programme focusing on growth and
jobs. Knowledge, and the innovation it sparks, are the EU's most valuable assets,
particularly as global competition becomes more intense in all sectors.
While national governments are responsible for education and training some challenges
are common to all Member States: Ageing societies, skills deficits of the workforce and
global competition need joint responses and countries learning from each other.
High quality pre-primary, primary, secondary, higher and vocational education and
training are the fundament for Europe's success. Lifelong learning must become a
reality across Europe. It is key to growth and jobs, as well as to allow everyone the
chance to participate fully in society.
EU member states and the European Commission have therefore strengthened their
political cooperation. This has been done through the Education and Training 2010
work programme launched in 2001 and its follow-up, the strategic framework for
European cooperation in education and training ("ET 2020") adopted by the
Council in May 2009.
The new strategic framework identifies four long term strategic objectives:
1.Making lifelong learning and mobility a reality;
2.Improving the quality and efficiency of education and training;
3.Promoting equity, social cohesion and active citizenship;
4.Enhancing creativity and innovation, including entrepreneurship, at all levels of
education and training.
Based on these 4 strategic objectives, a number of priority areas are identified for
concrete follow-up activities, for example expanding opportunities for learning mobility or
enhancing partnerships between education and training institutions and the broader
society.
In addition, EU-level benchmarks have been set for 2010 and 2020.
The benchmarks for 2010 are:
•the share of low achieving 15 year olds in reading should decrease by at least 20%;
and
•the average rate of early school leavers should be no more than 10%;
•85% of 22 year olds should complete upper secondary education;
•the total number of graduates in maths, science and technology should increase by at
least 15%, while the gender imbalance in these subjects should be reduced
•the average participation of working adults population in lifelong learning should reach
at least 12.5%.
The benchmarks to be achieved by 2020 are:
•at least 95% of children between 4 years old and the age for starting compulsory
primary education should participate in early childhood education.
•the share of low-achieving 15-years olds in reading, mathematics and science should
be less than 15%.
•the share of early leavers from education and training should be less than 10%.
•the share of 30-34 year olds with tertiary educational attainment should be at least 40%.
an average of at least 15 % of adults should participate in lifelong Learning.
Monitoring progress
Considerable progress has been achieved through cooperation so far - particularly in support of
national reforms of lifelong learning, the modernisation of higher education and the development of
common European instruments promoting quality, transparency and mobility.
Working together
Member States can learn a lot from each other. The Commission organises peer learning activities
between member states interested in jointly developing national policies and systems in specific
fields.
European reference tools
European cooperation in education has led to the development of a number of EU reference tools
to support national reforms. Recommendations and common principles have been developed in the
areas of key competences, quality assurance in higher education and in vocational education and
training, quality of mobility, validation of non-formal and informal learning, lifelong guidance and the
European Qualifications Framework.
The goals of the Lisbon Strategy and their implications for higher
education are closely linked with the objectives of the Bologna Process,
and the drive to create a European Higher Education Area by 2010.
Areas where these goals affect higher education systems include:
enhancing quality in HE across Europe; removing barriers to student and
teacher mobility; promoting lifelong learning and guidance; improving
Europe’s research capacity; and encouraging language learning.
In 2006, the European Commission issued a Communication on:
‘Delivering on the modernisation agenda for universities: education,
research and innovation’. The Communication identifies nine areas where
it feels changes should be made so that Europe’s universities can
contribute to the implementation of the Lisbon strategy. Specifically, the
relationship between HEIs and the business community is of strategic
importance. The UK welcomes the Commission’s recognition of the
importance of HEIs in reaching the Lisbon Strategy goals.
In keeping with the schedule of the Lisbon Strategy, education ministers have agreed
on three major, shared objectives to be achieved by 2010, benefiting both the
European Union and individual citizens themselves. They are:
•To improve the quality and effectiveness of EU education and training systems
•To ensure that these systems are accessible to all
•To open up education and training to the wider world
The European Commission’s ‘Education and Training 2010’ programme attempts to
integrate all education and training actions geared towards the Lisbon Strategy
currently taking place at European level. It recently warned that accelerated reforms
and stronger political commitment will be necessary if the goals established in Lisbon
are to be met.
Per Strategia di Lisbona si intende un programma di riforme economiche approvato a Lisbona dai
Capi di Stato e di Governo dell'Unione europea nel 2000.
Prende il nome, appunto dalla riunione straordinaria tenutasi a Lisbona nel marzo del 2000.[1]
Dopo questo incontro viene "istituzionalizzato" il Consiglio Europeo di Primavera, un vertice tra i
Capi di Stato e di Governo da tenersi ogni anno a marzo e focalizzato interamente sui temi
economici e sociali.
L'obiettivo espressamente dichiarato è quello di fare dell'Unione la più competitiva e dinamica
economia della conoscenza entro il 2010
Caratteristica peculiare è che per la prima volta i temi della conoscenza sono individuati come
portanti, pur essendo un documento che spazia in tutti i campi della politica economica:
•innovazione e imprenditorialità,
•riforma del welfare e inclusione sociale,
•capitale umano e riqualificazione del lavoro,
•uguali opportunità per il lavoro femminile,
•liberalizzazione dei mercati del lavoro e dei prodotti,
•sviluppo sostenibile.
Le resistenze avanzate a tale strategia è data da chi sostiene che gli obiettivi sono condivisibili: ma
essi appartengono perlopiù alla sfera delle decisioni nazionali.
Secondo questa concezione l'Unione non ha le competenze, e a maggior ragione i poteri
d'intervento.
Lisbon strategy
EuropEan stratEgy ….uE